CLASSROOM TECHNIQUES USED BY THE TEACHER IN THE
TEACHING OF ENGLISH: A NATURALISTIC STUDY AT SMP
MUHAMMADIYAH 1 KARTASURA IN 2015/ 2016 ACADEMIC YEAR
PUBLICATION ARTICLE
Submitted as a Partial Fulfillment the Requirements
for Getting Bachelor Degree of Education
in English Department
by
YULINDA INDAH AYU PRATIWI
A320120235
SCHOOL OF TEACHER TRAINING AND EDUCATION
MUHAMMADIYAH UNIVERSITY OF SURAKARTA
ii
APPROVAL
CLASSROOM TECHNIQUES USED BY THE TEACHER IN THE
TEACHING OF ENGLISH: A NATURALISTIC STUDY AT SMP
MUHAMMADIYAH 1 KARTASURA IN 2015/2016 ACADEMIC YEAR
PUBLICATION ARTICLE
by
YULINDA INDAH AYU PRATIWI
A320120235
Approved to be Examined by Consultant
Consultant I
Prof. Dr. Endang Fauziati, M. Hum.
NIK. 274
Consultant II
iii
ACCEPTANCE
CLASSROOM TECHNIQUES USED BY THE TEACHER IN THE
TEACHING OF ENGLISH: A NATURALISTIC STUDY AT SMP
MUHAMMADIYAH 1 KARTASURA IN 2015/2016 ACADEMIC YEAR
by
YULINDA INDAH AYU PRATIWI
A320120235
Accepted and Approved by Board of Examiner
School of Teacher Training and Education
Muhammadiyah University of Surakarta
On May 04, 2016
Team of Examiner:
1.
Prof. Dr. Endang Fauziati, M. Hum.
(
)
(Chair Person)
2.
Nur Hidayat, M. Pd.
(
)
(Member I)
3.
Drs. Djoko Srijono, M. Hum.
(
)
(Member II)
Dean,
iv
PRONOUNCEMENT
I, those autograph sign below,
Name
: Yulinda Indah Ayu Pratiwi
NIM
: A320120235
Major
: Department of English Education
Title
:
CLASSROOM TECHNIQUES USED BY THE TEACHER IN
THE TEACHING OF ENGLISH: A NATURALISTIC STUDY
AT SMP MUHAMMADIYA 1 KARTASURA IN 2015/2016
ACADEMIC YEAR
Herewith, I testify that in this publication article is no plagiarism of the previous
literary work which has been raised to bachelor degrees of university, nor there are
options or masterpiece which have been written or published by others, except those in
which the writing are referred manuscript and mentioned in the literary review and
bibliography.
Hence, later, if it is proven that there are some untrue statements in this testimony, I
will hold fully responsible.
Surakarta, May 04, 2016
The researcher,
Yulinda Indah Ayu Pratiwi
1
CLASSROOM TECHNIQUES USED BY THE TEACHER IN THE TEACHING OF
ENGLISH: A NATURALISTIC STUDY AT SMP MUHAMMADIYAH 1
KARTASURA IN 2015/2016 ACADEMIC YEAR
MUHAMMADIYAH UNIVERSITY OF SURAKARTA
ABSTRACT
This study is carried out to describe classroom techniques used by the teacher in the teaching of English at SMP Muhammadiyah 1 Kartasura. The aims of this research are: (1) describing the kinds of classroom techniques used by the teacher in the teaching of English, (2) the purpose of using each classroom technique, (3) the teacher’s roles in each classroom technique, (4) the student’s roles in each classroom technique, and (5) instructional materials used by the English teachers at MTs SMP Muhammadiyah 1 Kartasura. The kind of this research is descriptive qualitative research especially naturalistic study. The methods of collecting data in this research are observation, interview and document. This research uses data triangulation, method triangulation, and review informant to prove the validity. The finding of the study shows that there are some classroom techniques used by the teacher at SMP Muhammadiyah 1 Kartasura such as: role playing, oral repetition, summarizing, discussion, reading aloud, and answering question. The teachers have roles as model, instructor, teaching knowledge, facilitator, evaluator, and controller. The students have roles as subject and object of learning, planner, evaluator, learner member group and learn by interacting with other, students engage actively in learning, monitor and evaluate their own progress, and tutor for other students. There are some materials used by English teachers, such as textbook, dictionary, and power point on LCD. The conclusion of this research is that English teacher at SMP Muhammadiyah 1 Kartasura used various classroom techniques. Various techniques can make the student interested in English teaching-learning process. It does not make the class monotonous. The students become more active and creative. Based on the result, apparently, classroom techniques used by the teacher have important role in the teaching-learning process.
Key Words: Classroom techniques in the teaching of English, teachers’ and students’ roles, instructional material.
ABSTRAK
Tujuan dari penelitian ini untuk mengamati proses pembelajaran yang digunakan oleh guru dalam pengajaran bahasa Inggris di SMP Muhammadiyah 1 Kartasura. Tujuan dari penelitian yaitu: (1) menggambarkan jenis-jenis teknik kelas yang digunakan oleh guru dalam pengajaran bahasa Inggris, (2) tujuan penggunaan setiap teknik kelas, (3) peran guru dalam setiap teknik kelas, (4) peran siswa dalam setiap teknik kelas, dan (5) bahan-bahan pelajaran yang digunakan oleh guru bahasa Inggris di SMP Muhammadiyah 1 Kartasura. Jenis penelitian ini adalah penelitian deskriptif kualitatif terutama naturalistik studi. Metode pengumpulan data dalam penelitian ini adalah observasi, wawancara, dan dokumen. Penelitiann ini menggunakan triangulasi data, metode triangulasi, dan tinjauan pelapor untuk membuktikan keabsahan. Temuan dalam penelitian ini menunjukkan bahwa ada beberapa teknik kelas yang digunakan oleh guru di SMP Muhammadiyah 1 Kartasura seperti: bermain peran, pengulangan secara lisan, meringkas, diskusi, membaca dengan keras, dan menjawab pertanyaan. Guru memiliki peran sebagai model, instruktur, pengajar pengetahuan, fasilitator, penilai,. Siswa memiliki peran sebagai subyek dan obyek dalam pembelajaran, perencana, penilai, anggota kelompok belajar dan belajar dengan berinteraksi dengan lain, siswa yang terlibat aktif dalam pembelajaran, pengamat dan mengevaluasi kemajuan mereka sendiri, dan pengajar bagi siswa lain. Ada beberapa bahan-bahan pelajaran yang digunakan oleh guru-guru bahasa Inggris, seperti buku, Kamus, dan power point pada LCD. Kesimpulan dari penelitian ini adalah bahwa guru bahasa Inggris di SMP Muhammadiyah 1 Kartasura telah menggunakan berbagai teknik kelas. Berbagai macam teknik dapat membuat siswa tertarik dalam proses belajar-mengajar bahasa Inggris. Itu membuat kelas tidak monoton. Siswa menjadi lebih aktif dan kreatif. Berdasarkan hasil penelitian, rupanya, kelas teknik yang digunakan oleh guru memiliki peran penting dalam proses belajar-mengajar.
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1.
INTRODUCTION
Basically language is one of the most important aspects of human relationships. Language is
the main communication tool for human life. Language has a central role for the development of
intellectual, social, and emotional to support the learner to reach the success in another lessons. According to Sapir (1921: 8) “Language is a purely human and non-instinctive method of communicating ideas, and emotions, and desires by means of voluntarily produced symbols.” From the definition above, language is an instrument of human for communication to express their opinion
related to their social culture. Language learning is a practicing form because without learn the human
cannot uses the language well. The use of language in society cannot be separated from the influence
of culture of each area. It is become the diverse languages such as Indonesian, Malay, Thai, Korean,
Arabic, English and many other languages. But among all languages, English is being an international
language to facilitate communication between countries. Language can also become an education in
the learning process. In Indonesia, English becomes a part of learning process. It is purpose to make
the Indonesian students will be competitive with the foreigner. And it happens in many countries too.
English is also become a part of learning process.
English as a foreign language (EFL) becomes an important language. The reason why English
becomes an important language is because many countries in the world use English language as their
formal language. Although in Indonesia, English is not formal language. Because the citizen still have
a culture to use Indonesian as their formal language. But in globalization era, English is very
important. Because human thinks that using English as their formal language is like lifestyle. This
phenomenon makes some people think to use English language as their formal language to follow the
lifestyle in globalization era. Because of that English language need to applied by children early.
English is also being one of the subjects of instruction in schools from kindergarten until college level.
It becomes a way to prepare the students in the face of growing globalization. It is also to make the
student has ability to compete with the foreigner and other countries. English has four language skills
in English teaching cover: speaking, listening, writing, and reading. The four language skills are the
ability in learning English that is used to understand about English. In language teaching, the teacher
should use technique to teach the students. The various classroom techniques can make the students
more active and not bored during teaching-learning process.
One of Junior High School in Indonesia that applying English as one of subject of instruction is
SMP Muhammadiyah 1 Kartasura. SMP Muhammadiyah 1 Kartasura is a school-based Islam.
Nevertheless, SMP Muhammadiyah 1 Kartasura also contains English subject and English
extracurricular which is English Club for the students of seventh and eighth grade. There are intended to improve student’s knowledge in English language. The English teaching staffs also have experience as a teacher. The teacher makes the best interaction and gives some facilitation in teaching-learning
process of English. Thus the students hope able to communicate with English correctly. The students
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English teaching-learning process in SMP Muhammadiyah 1 Kartasura is very interesting. The teacher uses variety of ways to make the student’s are interested to learn about English skills in teaching-learning process. It aims to attract the attention of students in learning English.
According to Anthony (1963: 94) in Fauziati (2014: 11), identifies three levels of
conceptualization and organization, which are termed as approach, method, and technique. The first
level of trio terms is approach. According to Anthony cited by Fauziati (2009: 14) defines approach as “A set of correlative assumptions dealing with the nature of language and the nature of language teaching and learning. An approach is an “axiomatic.’ Then Anthony (1963: 95) in Fauziati (2009: 15) views method as “An overall plan for the orderly presentation of language material, no part of which contradicts, and all of which is based upon the selected approach. An approach is axiomatic whereas
method is procedural”. Method is treated at the level design in which the roles of the teacher, learners,
and instructional materials are specified. Thus, method is theoretically related to an approach and is
organizationally determined by a design. Then Fauziati (2014: 17) views technique as the third level. It is “implementation which actually takes place in a classroom. It is a particular trick, strategy, or contrivance which used to accomplish an immediate objective. According to Anthony (1936: 96) in
Fauziati (2014: 17) states that technique must be consistent with a method, and therefore in harmony
with an approach as well. Fauziati (2009: 17) explains technique is classroom practice done by the
teacher when presenting a language program.
Based on the definition about approach, method and technique above, we can conclude the difference among them. Approach is the basic acceptance of teacher’s personal philosophy about teaching-learning. Method is action of teacher such as teacher’s role and learner’s role and
instructional materials by selected approach. While technique is the real application happened when
teaching-learning process in the classroom.
From the previous research, the researchers are concerned to identify the teaching
techniques in teaching speaking, teaching vocabulary, teaching English, and teaching reading. All of
the researchers found that language is also important aspects for human relationship. Language is an
instrument of human for communication to express their opinion related to their social culture.
Language learning is needed for human to increase their knowledge about language. This
phenomenon makes researchers to research how the language learning, especially in Junior high
school.
In this research, the researcher is interested to describe the classroom techniques used by the
teacher in the teaching of English: a naturalistic study at SMP Muhammadiyah 1 Kartasura in
2015/2016 academic year. To prove the originality of this research, the researcher takes some
previous studies related to techniques of teaching English. There are Dara (2013), Sari (2013),
4
Wida Datu Dear Dara (UMS, 2013) studied the Techniques Applied in Teaching Speaking
at the Fourth Semester of English Department of Widya Dharma University in 2012/2013
Academic Year. The aims of her research is describing the techniques applied in teaching speaking
in speaking class of fourth semester of English Department at Widya Dharma University. The
sources of the data were the lecturer and the students of fourth semester of English Department at
Widya Dharma University. The writer used two instruments in collecting the data, namely:
observation and interview. The result shows that the technique in teaching speaking at the fourth
semester of English Department of Widya Dharma is discussion.
Siwi Ardilla Sari (UMS, 2013) studied the Teaching Technique Applied by English Teacher to Improve Students’ Vocabulary at the First Year of SMP Muhammadiyah 7 Eromoko Wonogiri in 2012/2013 Academic Year. The aimed of her research is describing the teacher’s techniques in improving students’ vocabulary at the first year. The type of her research is qualitative research especially naturalistic study. Methods of collecting data in this research are observation, interview
and analyzing document. The conclusion of her research is that there are two techniques
implemented by the teacher in teaching learning process. The techniques are namely memory and
storage systems and contextual guesswork.
Shelvita Revellia (UMS, 2014) studied the Techniques of English Teaching Used at SMP
Muhammadiyah 5 Surakarta: A Naturalistic Study. The aims of this research are to observing
teaching-learning process in SMP Muhammadiyah 5 Surakarta. The objectives of English teaching-teaching-learning
process of using these techniques. The type of research is a naturalistic study. The methods of
collecting data in her research are observation, interview and document. The conclusion of her
research is that there are four techniques implemented by the teacher in teaching learning process
namely reading aloud, oral repetition, answering question and dialog conversation.
Annisa Ahsan (UMS, 2015) studied the Techniques in Teaching Reading to the Seventh
Grade of SMP Negeri 2 Wonogiri. This research aimed to describe and to identify the techniques
in teaching reading and procedures of teaching reading to the seventh grade of SMP Negeri 2
Wonogiri. This study is descriptive qualitative research. The data were taken from observation,
interview, and documentation. The result of this study is the techniques in teaching reading to the
seventh grade in SMP Negeri 2 Wonogiri are reading aloud and KWLH technique.
Kukuh Prakusumasari (UMS, 2015) studied The Use of Story-Mapping Technique in
Teaching Reading Skill at the Second Year of SMP Muhammadiyah 6 Surakarta in 2014/2015
Academic Year. The study is aimed at describing the procedure of teaching reading by using story
mapping technique and to identify the result of story mapping technique in reading
comprehension of narrative text. The data were collected from the observation in the classroom
and interview with the English teacher and also the VIIIA class of the second year students of
SMP Muhammadiyah 6 Surakarta. The result of this research, the story mapping technique gave
5
This research focuses on classroom techniques used by the teacher in the teaching of
English: a naturalistic study at SMP Muhammadiyah 1 Kartasura in 2015/2016 academic year
includes the components of techniques such as, the kinds of classroom techniques, the purposes of using each technique, teacher’s role, student’s role in each classroom techniques, and instructional material.
The researcher applies several theories related with previous study in order to support the
data of research. There are several theories to support her research namely Notion of Approach,
Method, and Technique, Notion of Classroom Techniques of English teaching, and instructional
material.
Anthony in Allen (1965: 94; Fauziati, 2014: 11) views approach as “A set of correlative
assumptions dealing with the nature of languageand the nature of language teching and learning. An approach is an axiomatic.” An approach describes the nature of the subject matter to be taught. Theories at the level of approach relate directly to the level of design.
According to Richards and Rodgers (2001), a method is theoretically related to an
approach, organized by the design, and practically realized in procedure.
Anthony (1963: 96) in Fauziati (2014: 13) defines technique is implementation which
actually takes place in a classroom. It is a particular trick, strategy, or contrivance which used to
accomplish an immediate objective.
Classroom technique used by the teacher depends on the approach and method. Every
language skills of teaching English used the different types of teaching or classroom techniques.
So, to aim the goal of teaching learning process, the techniques used by the teacher must be
appropriate with the language skills and the learners’ characteristics. There are some examples of
classroom techniques for teaching listening, those are: Oral Repetition, Identifying Key Word,
Paraphrasing, Summarizing, and Answering Question. There are some examples of classroom
techniques for teaching speaking, those are: Role Playing, Games, Problem Solving, Discussion,
and Song. There some techniques for teaching reading, as follow: Recognizing Word Meaning,
Recognizing Phrases, Recognizing Sentences Structure, Comprehension, Previewing, Skimming
and Scanning, and Prediction. There are some examples of classroom techniques for teaching
writing, those are: The Product Approach, The Process Approach, and Genre-Based Approach.
Little wood in Anita (2005:20) states that teachers play role as a facilitator of learning and
as manager in the classroom. They may perform as a language instructor, as a consultant or advisor and as communicator. There are several teacher’s roles, such as: (1) Teacher’ role as a facilitator, (2) As a classroom manager, (3) As an instructor, (4) As a consultant, (5) As a
communicator.
According to Johnson and Paulson (1979) in Richard (2001) learner roles in an
individualized approach to language learning in the following terms: (1) Learners plan their own
learning program and this ultimately assumes responsibility for what do in the classroom. (2)
6
interacting with others. (4) Learners tutor other learners. (5) Learners learn from the teacher, from
other students, and from other sources.
Cunningsworth (1995: 7) states that course books are best seen as a resource in achieving
aims and objectives that have already been set in terms of learner needs. Course books or materials
have multiple roles in English Language Teaching and can serve as: (1) A resource for presentation
material (spoken and written), (2) A source of activities for learner practice and communicative
interaction. (3) A reference source for learners on grammar, vocabulary, pronunciation, so on. (4)
A source of stimulation and ideas for classroom language activities. (5) A syllabus (where they
reflect learning objectives which have already been determined), (6) A resource for self-directed
learning or self-access work. (7) A support for less experienced teachers who have yet to gain in
confidence.
2.
RESEARCH METHOD
This research is a descriptive qualitative research. This research is naturalistic study about the
classroom techniques used by the teacher at SMP Muhammadiyah 1 Kartasura. Naturalistic
observation refers to the collection of data without manipulation of the environment. In other
definition, naturalistic observation is a research tool in which a subject is observed in its natural
habitat without any manipulation by the observer. Naturalistic observation involves two main
differences that set it apart from other forms of data gathering. In the context of a naturalistic
observation the environment is in no way being manipulated by the observer nor was it created by the
observer.
The researcher gets the data from three sources, namely: events, informants, and documents.
The methods of collecting data in this research are observation, interview, and documentation. This
research uses data validity to prove the validity of the research namely data triangulation, method
triangulation, and review informant. The techniques for analyzing data in this research are reduction
the data, display the data, and drawing conclusion. The subject of this study is the English teachers
and students of SMP Muhammadiyah 1 Kartasura. The researcher observes in class 7D, and 8C. The teachers’ names are Mrs. Mega Dwi Prastika Sari, S. Pd and Mrs. Fauzia Nur Hayati, S. Pd. The object of this research is the researcher focus on the classroom techniques used by the teacher in the
teaching of English: a naturalistic study at SMP Muhammadiyah 1 Kartasura in 2015/2016 academic
7
3.
RESEARCH FINDINGS AND DISCUSSION
3.1.Research Findings
This part consists of research findings of the classroom techniques used by the teacher in
the teaching of English at SMP Muhammadiyah 1 Kartasura. The researcher found that the
teacher used various techniques in the teaching of English at SMP Muhammadiyah 1 Kartasura
such as: Role Play, Oral Repetition, Summarizing, Discussion, Reading Aloud, and Answering
Question.
3.1.1Role Play
The technique of role playing is with fun and motivating goal. That can make a
student who secretly gets a chance to express themselves in the direction of progress, the
environment in the classroom and outside the classroom to be unlimited. In addition the
students the students who have the opportunity to use English can repeat English language
in a comfortable situation. Through role playing teachers can train students to develop
speaking skills in kind situation. Given the students in the class are less active for their
speaking as advanced weeks to speak to the class the students are less enthusiastic therefore
teachers have used the technique in groups so that students have more confidence to
advance the practice of conversation in front of the class. Besides the teacher uses props
such as puppets to make students more interested and were delighted when asked to forward
it to the class. Students understand what is expected, they enjoy their imaginative. In this
technique the teacher serves as a model, as instructor, as teaching knowledge and as
facilitator. In this technique the students serves as subject and object of learning, as planner
and as evaluator.
3.1.2Oral Repetition
The use of oral repetition technique, the student understands in pronunciation such
words correctly in English. Students learn English deeply and positively to understand what
they are learning. Oral repetition is a technique which the students hear some words or
sentences from the teacher then they repeat what they hear from the teacher, it focuses on
listening skill of the students. The purposes by using this technique are expected that
students will be able to pronounce such words or phrase of English language correctly. This
technique is deemed to be an effective way to solve problems faced by the students in pronunciation. Oral repetition coaches the students’ accuracy and fluency and helps the students notice the correct form or pronunciation of such words or phrases. Besides that students can sharpen their skill in listening skills. Students’ character formed through this technique is that the students dare to say such words in English. By completing this activity,
8
teacher acts as evaluator to improve the students’ ability in pronouncing word or phrases with repetition. The role of the students is as a participant to pay attention of the material
described by the teacher.
3.1.3Summarizing
In this section the teacher explained about the material which was learned before and
the aim is to make the material clear for the students. The students made summary based on
what they learned about the material. The teacher guiding the students to make summary
based on what they learned and used their languages or words to make their easier and
remember about the material well. The purposes by using this technique are in this activity,
the teacher gave positive feedback and facilitating the students to get more information. The
purpose of this activity is to make the students more understand about the material. In this
technique the teacher serves as facilitator and as instructor. student’s role in this technique is
student as participant. Students follow the appropriate command instruction learning
process. Students follow the instruction from the teacher to do something.
3.1.4Discussion
The purpose by using this technique is that students can discuss about the material
collectively. It makes the students have good interaction with the other students. The
students feel confident when learn with the discussion technique. The aim of discussion technique is to increase the student’s speaking skill and to make students confident to share their thought with other friends in the class. In this technique the teacher serves as model and instructor. Student’s roles in discussion technique are students as participant and students as leaner member group and learn by interacting with other.
3.1.5Reading Aloud
Reading aloud is reading aloud with pronunciation and intonation. In reading aloud,
the students will get experience in producing the sound, which should be practice as many as
possible. Reading aloud is to build many important foundational skills, introduces
vocabulary, and expressive reading of students. Reading with loud voice is a purpose to be
able to pronounce words, phrases and sentences correctly. In this technique the teacher
serves as instructor and as controller. Student’s roles in reading aloud are as participant and
engage actively in learning.
3.1.6Answering Question
The purposes by using answering question technique are that the students understand
and able to identify main point of the text. After finishing the task, the students will be able
9
technique teacher acts as instructor and evaluator. Student’s roles in this technique are
students are as monitor and evaluator of his or her own progress and tutor for the other
students.
No. Techniques Mrs.
Mega
Mrs.
Fauzia
Teacher’s Role
Student’s Role Achievement of Standard
Competency
1 Role Playing Model,
Instructor,
Teaching
knowledge,
and Facilitator
Learners as
subject and
object of
learning, as
planner, and as
evaluator
The student is
able to develop
their own
abilities in
speaking skill.
2 Oral Repetition Evaluator Participant The student is
able to mention
some things
3 Summarizing Instructor Participant The student is
able to memorize
the material
4 Discussion Model, and
Instructor
Participant and
Student as
Learner Member
Group and
Learn by
Interacting with
Other
The student is
able to ask and
give the
information for
the other
students
5 Reading Aloud Instructor,
controller
Participant, and
Student Engage
Actively in
Learning
The student is
able to read
some sentences
in correct
intonation and
pronunciation
6 Answering
Question
Instructor and
Evaluator
Monitor and
Tutor for the
Other Students
The student is
able to identify
the information
of simple short
10
written text
about narrative
text
3.2Discussion
Based on the research findings, there were several components that the author discusses
the research findings. The component consist of the kinds of classroom techniques used by the
teacher in the teaching of English, the purposes of using each classroom techniques, teacher’s role and student’s role in each classroom techniques, and the instructional material when studying English at SMP Muhammadiyah 1 Kartasura.
Dara (2013) found that the techniques used in fourth semester of English Department of
Widya Dharma University speaking IV is discussion. It used in order to make the students active
and be able to speak easily. In her research, she tells that discussion technique is very suitable to increase student’s ability in speaking. In her research, she also found that the material used is freely from the internet that appropriate with the theme. The teacher’s role is as facilitator and the student’s role is as a center of the classroom.
In this research finding, the researcher found one technique in line with Dara’s finding.
The technique is discussion technique. But, this research has differences with the current finding.
In this research finding, she focused on the describing teaching techniques in speaking class. While, the researcher’s research focused on the classroom techniques used by the teacher in the teaching of English at SMP Muhammadiyah 1 Kartasura. In this research finding, the researcher
not only found one technique but also some techniques which are used by the teacher in English
class at SMP Muhammadiyah 1 Kartasura such as: Role Play, Oral Repetition, Summarizing,
Discussion, Reading Aloud, and Answering Question.
Sari (2013) found that the teaching techniques applied by English teacher to improve students’ vocabulary at the first year of SMP Muhammadiyah 7 Eromoko Wonogiri are Memory and Storage Systems and Contextual Guesswork. It used in order to make the students are not
bored, but more enthusiastic to follow the teaching-learning process. In her research, she tells the
process of teaching-learning vocabulary consists of opening the class, explanation, consultation,
practice, presentation, evaluation, and closing. She also found that the problem faced by the
teacher in teaching vocabulary at the first grade students is the classroom management, different
motivation of the students, and the different ability of each student in acquiring vocabulary.
In this research finding, the researcher still has differences with the current finding. In this
research finding, she focused on the describing teaching technique applied by English teacher to improve students’ vocabulary. She just found two techniques used in the teaching vocabulary, there are Memory and Storage Systems and Contextual Guesswork. While, the current finding
focused on the classroom techniques used by the teacher in the teaching of English at SMP
11
but also some techniques which are used by the teacher in English class at SMP Muhammadiyah 1
Kartasura such as: Role Play, oral Repetition, Summarizing, Discussion, Reading Aloud, and
Answering Question.
Revellia (2014) found that there are some techniques used by the teacher in the
teaching-learning process namely reading aloud, oral repetition, answering question, and dialog
conversation. Based on her finding, in reading aloud, the objective is student being able to respond
to the text read out by the teacher. In oral repetition, the objective is an effective way to solve
problems faced by the students in learning pronunciation. In answering question, the objective is
student understands and be able to identify main point about of the text. And Dialog
Conversation, the objective is can from the character of students more confident, not shy and dare
to appear in front of other students.
In this research finding, the researcher found several techniques, the purposes of using each the techniques, teacher’s roles and student’s roles, and instructional material in line with the current finding. But in this research finding still has differences with the current finding. In this
research finding, she focused to describe the techniques of teaching English implemented by the
teacher at SMP Muhammadiyah 5 Surakarta. She also just found four techniques in the teaching of
English. While, the current finding focused on the classroom techniques used by the teacher at
SMP Muhammadiyah 1 Kartasura. By conducting observation, the researcher can found six
techniques used by the teacher in the teaching of English at SMP Muhammadiyah 1 Kartasura
such as: Role Play, Oral Repetition, Summarizing, Discussion, Reading Aloud, and Answering
Question.
Ahsan (2015) examines the techniques in teaching reading to the seventh grade of SMP
Negeri 2 Wonogiri. In his study, he found that the techniques in teaching reading to the seventh
grade in SMP Negeri 2 Wonogiri are Reading Aloud and KWLH technique. He also found that the
procedures of teaching reading consist of pre-reading, while-reading, and post-reading.
In this research finding, the researcher still has differences from the researcher’s research.
This research finding focused on the techniques and procedures of reading class. He also found
two techniques in teaching reading, there are Reading Aloud and KWLH technique. While, the
current finding focused on the classroom technique used by the teacher in the teaching of English
at SMP Muhammadiyah 1 Kartasura. The researcher also found six techniques in the teaching of
English at SMP Muhammadiyah 1 Kartasura.
Prakusumasari (2015) describes the procedure of teaching reading by using story mapping
technique and to identify the result of story mapping technique in reading comprehension of
narrative text. In his research, he found that story mapping technique gives positive impact to the
success of teaching reading of narrative text. Story mapping technique helps the students to
comprehend the content of narrative text easily.
In this research finding, the researcher used one technique that is story mapping in
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using story mapping technique. He also found the result of story mapping technique in reading
comprehension of narrative text at SMP Muhammadiyah 6 Surakarta. While, the current finding
focused on classroom techniques used by the teacher in the teaching of English such as: Role Play,
Oral Repetition, Summarizing, Discussion, Reading Aloud, and Answering Question.
From the data gotten from interview with two English teachers, some students, and
documents or field notes in English class at SMP Muhammadiyah 1 Kartasura, the researcher
found that the teachers used several techniques in teaching English, namely Role Playing, Oral
Repetition, Summarizing, Discussion, Reading Aloud, and Answering Question. According to
Crookes & Chaudron (in Brown: 1994: 141), there are three types of language teaching techniques
namely controlled technique, semi controlled technique, and free controlled technique. There are
three types of language teaching techniques at SMP Muhammadiyah 1 Kartasura. First, controlled
techniques include oral repetition, reading aloud, and answering question. Second, semi controlled
techniques such as role play, and summarizing. Third, free controlled techniques include
discussion. Based on the explanation above, types of techniques used by English teacher at SMP
Muhammadiyah 1 Kartasura are appropriate with Crookes & Chaudron theory.
All of techniques used by the teachers have their own purposes. There some techniques
used by the teachers and its purposes. (1) Role Playing can build the character of students to be
more confident, and be brave to appear in front of the other students. (2) Oral Repetition can guide the students’ accuracy and fluency and help the students notice the correct form or pronunciation of a word or phrase. (3) Summarizing makes the students understand and memorize
the material well. (4) Discussion makes the students understand how to solve the problem faced in
a group. Discussion technique also makes the students more active and creative. (5) Reading Aloud can improve the students’ reading skill. (6) Answering Question makes the students understand the content of the text and also is able to identify the main point of the text. All of the
purposes of each technique used by the teacher are appropriate to improve students’ skill in
Listening, Speaking, Reading, and Writing.
In the teaching-learning process of English, the teacher has roles. According to Richard (1985: 23), “teacher roles are related to the following issues: the types of functions teachers are expected to fulfil (e.g. practice director, counsellor, and model). Based on this statement, the
teacher has many functions in the classroom. In her observation, the researcher found that the
teachers have their own roles in each of teaching technique. There are teachers’ roles that the
researcher found in her observation. (1) Teacher as model, (2) Teacher as instructor, (3) Teacher as
teaching knowledge, (4) Teacher as a facilitator, (5) Teacher as evaluator, (6) Teacher as controller.
This finding is appropriate with Richard theory.
Johnson and Paulson (1979) in Richard (2001) states that learner’s roles in an individualized approach to language learning such as planning their own learning program, monitoring and
evaluating their own progress, tutoring other learners, engaging actively in learning, creating dialog
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her observation, the researcher found that the students have their own roles in learning process. There are students’ roles that the researcher found in her observation. (1) Student as subject and object of learning, (2) Student as planner, (3) Student as evaluator, (4) Student as participant, (5)
Student as learner member group and learn by interacting with other, (6) Student as student engage
actively in learning, (7) Student as monitor and evaluate their own progress, (8) Student as tutor for
the other students. This finding is appropriate with Richard theory.
The materials used by the teachers in the teaching-learning process are workbook and
textbook (LKS Baahasa Inggris Kelas VII KTSP”. Second, from Masmedia publisher year 2015 entitle “Experiencing English for Junior High School Students Year VII KTSP” for seventh grade), (LKSBahasa Inggris Kelas VIII KTSP”. Second from Erlangga publisher year 2009 entitle “Mandiri for Junior High School grade VIII KTSP”), dictionary and another sources from internet, show slide in power point. The material used in teaching of English is not only focused
on the textbook and workbook but also other material sources from the internet or other books.
This finding is appropriate with Richard theory that state some form of material such as: (1)
Printed materials such as books, workbooks, worksheets or readers, (2) Non-print materials such
as cassette or audio materials, video or computer-based materials, (3) Materials that comprise both
printed and non-printed sources such as (self-access or self study, materials on internet, (4)
Additional materials not designed for instructional use such as (magazines, newspapers, TV
materials.
4.
CONCLUSION
Based on the results of her observation, the researcher draws the conclusion of the classroom
techniques used by the teacher in the teaching of English at SMP Muhammadiyah 1 Kartasura. The
kinds of classroom techniques used by the teacher in the teaching of English at SMP Muhammadiyah
1 Kartasura are categorized in three types: First, controlled techniques include oral repetition, reading
aloud, and answering question. Second, semi controlled techniques such as role play, and
summarizing. Third, free controlled techniques include discussion.
There are some techniques used by the teacher and its purposes. (1) Role play can make the students more fun in studying English and to improve the students’ speaking skill, (2) Oral repetition can make the students understand how the way to pronounce well, (3) Summarizing is to make the
students more understand about the material and facilitating the students to get more information, (4)
Discussion can make the students discuss about the material collectively, so the students have a good
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In the teaching-learning process on English class at SMP Muhammadiyah 1 Kartasura, the
teachers have roles as model, teacher as instructor, teacher as teaching knowledge, teacher evaluator,
and teacher as facilitator.
In the teaching-learning process on English class at SMP Muhammadiyah 1 Kartasura, the
students have roles as subject and object of learning, students as planner, students as evaluator,
students as participant, students as learner member group and learn by interacting with other, students
as engage actively in learning, students as monitor, and students as monitor for the other students.
The researcher also observes the instructional material used in English class at SMP
Muhammadiyah 1 Kartasura. There are some materials used by the teacher, such as: printed material
and non-printed material. Printed material refers to textbook. Textbook are used in English class,
there are LKS Baahasa Inggris Kelas VII KTSP and from Masmedia publisher year 2015 entitle “Experiencing English for Junior High School Students Year VII KTSP” for the seventh grade students, and LKS Bahasa Inggris Kelas VIII KTSP and from Erlangga publisher year 2009 entitle “Mandiri for Junior High School grade VIII KTSP” for the eighth grade students. Dictionary is also the printed material. printed material refers to another source which gets from internet.
Non-printed materials are used such as: virtual material which can be seen from the slide of power point on
LCD. Non-printed material is used to show the material in various method. It makes the students not
bored and more effective in delivering the material.
From the results of her observation, the researcher draws conclusion that English teachers at
SMP Muhammadiyah 1 Kartasura used various classroom techniques in the teaching of English.
Various techniques can make the students interested with English teaching-learning process. It does
not make the class monotonous. The students become more active and creative during
teaching-learning process. In the class, there are good interactions between teacher and student and between
students and students. Based on the results, apparently, classroom techniques used by the teachers
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VIRTUAL REFERENCES
Sovanna Kakk. 2014. The Role and design of instructional materials. Web. 5 January, 2016.